A Comprehensive Strategy & Process for Boundary Waters Canoe Area Wilderness (BWCAW) Information

This document is part of the Wilderness Interpretation and Education Toolbox on http://www.wilderness.net/toolboxes/

D-R-A-F-T

BOUNDARY WATERS CANOE AREA WILDERNESS (BWCAW) INFORMATION & EDUCATION STRATEGY Produced by Superior National Forest Wilderness Management Program 8901 Grand Avenue Place Duluth, MN 55808 (218) 626-4300

May 2004

2 TABLE OF CONTENTS

I. PURPOSE AND NEED PAGE 4

II. VISION STATEMENT AND GUIDING PRINCIPLES PAGE 6

III. GOALS PAGE 7

IV. OBJECTIVES & KEY MESSAGES PAGE 8

V. KEY AUDIENCES PAGE 14

VI. MESSAGE DELIVERY OPPORTUNITIES PAGE 20

VII. PARTNERSHIPS PAGE 26

VIII. MONITORING, EVALUATION & REPORTING PAGE 27

IX. ANNUAL ACTION PLANS PAGE 29

X. REFERENCES PAGE 32

APPENDIX A: EXAMPLE OF VARIOUS MESSAGE DELIVERY OPPORTUNITIES FOR TIMING KEY MESSAGES TO A KEY AUDIENCE PAGE 36

APPENDIX B: INSTRUCTIONS FOR CONSERVATION EDUCATION (CE) REPORTING SYSTEM PAGE 38

APPENDIX C: ACTION PLAN TEMPLATE PAGE 40

3 I. PURPOSE AND NEED

The foundation for a wilderness education and information program can be found in the Wilderness Act of 1964. The Act states that wilderness “…shall be administered for the use and enjoyment of the American people in such a manner as will leave them unimpaired for future use and enjoyment as wilderness, and so as to provide for the protection of these areas, the preservation of their wilderness character, and for the gathering and dissemination of information regarding their use and enjoyment as wilderness.”

The importance and purpose of wilderness education has been further defined in “A Wilderness Agenda: Thinking Like A Mountain”, a strategic framework for addressing current management challenges and for guiding the Forest Service Wilderness program at all levels of the agency well into the future. It states that “Wilderness is a cornerstone of our Natural Resource Agenda, providing clean water and air, naturalness, critical habitats for endangered and non-endangered plants and animals, solitude, scenic beauty, and economic benefits to communities through tourism and recreation. Wilderness is a benchmark for determining our nation’s environmental and spiritual health.” The Agenda further identifies outreach, education and training as one of six major emphasis areas in the strategy that are “critical to improving our overall ability to care for the Wilderness.”

The Agenda further states that for wilderness to survive we must “communicate effectively internally and externally to develop support across a broad spectrum. To accomplish this we must understand the needs of people in relation to Wilderness, reach out to a more diverse populace, and define our messages in ways that touch people’s lives.” The following are strategies to accomplish this goal:  “Recognize at all levels of the Agency that support for wilderness will entail efforts on three main fronts: increasing internal awareness and an understanding of why and for what purposes the American public has preserved Wilderness; increasing public awareness of the benefits and connections with Wilderness; increasing support by elected officials.”  “Increase public support for Wilderness through active outreach to traditional and non- traditional groups. In partnership with others, develop and implement a unified approach to increase awareness, understanding, appreciation and support of Wilderness. Target critical groups including: schoolchildren; adults from diverse cultural, geographic and social backgrounds; mass media; elected officials, and Wilderness visitors.”  “Encourage internal support for Wilderness by strategically focusing training to meet the needs of our workforce at all levels of the agency and by supporting organizational leaders who have wilderness backgrounds.”  “Emphasize that wilderness management must be holistic and integrated and that people are not excluded from its value.”

Additional policy for utilizing information and education can be found in the Forest Service Manual which directs us to “use information, interpretation and education as the primary tools for management of wilderness visitors” (FSM 2323.12) and to “inform wilderness visitors that they face inherent risks of adverse weather conditions, isolation, physical hazards, and lack of

4 rapid communications, and that search and rescue may not be as rapid as expected in an urban setting in all publications and personal contacts” (FSM2320.3).

All Forests are accountable for planning and implementing a wilderness education program. This has been identified as one of ten key minimum stewardship requirements in the Budget Formulation and Execution System (BFES) for managing a Forest Service wilderness area. In 2004, to emphasize and encourage the accomplishment of these requirements, the Chief of the Forest Service has issued a “10 Year Wilderness Challenge” to meet the requirements including the development and full implementation of a wilderness education plan that includes monitoring to determine success of the program.

The portion of the Superior National Forest Plan that contains the BWCAW Management Plan and Implementation Schedule calls for the preparation and implementation of a BWCAW Education Plan that includes reviewing and prioritizing problems, concerns and issues, developing goals and objectives, identifying target audiences, identifying appropriate channels of communication, designing key messages, and including evaluation strategies.

The purpose and need for a coordinated wilderness information and education effort as directed nationally and locally is also supported by an independent review that was requested by an interagency group of national wilderness management coordinators and performed by a panel of diverse individuals from outside of government. In their report “Ensuring the Stewardship of the National Wilderness Preservation System” they state that “a well informed public that understands what wilderness is, and is not, is important in providing a mandate for wilderness and its stewardship,” and that “being informed implies the need for strong systems of education and training and of an open system of information about wilderness.” The group further recommends that we “develop a means for informing the American people about the National Wilderness Preservation System and about their wilderness heritage” by formulating “a plan for public education and communication about wilderness.”

5 II. VISION STATEMENT AND GUIDING PRINCIPLES

Vision

It is the vision of the Superior National Forest that employees, residents, visitors, partners, and non-visiting publics are aware of the Boundary Waters Canoe Area Wilderness, the National Wilderness Preservation System and the relevance of wilderness to their quality of life, and that through this awareness they are active and involved stewards of wilderness. Our Forest is recognized as a leader in the field of wilderness management, education, and collaboration; and our wilderness education and information activities actively contribute to management of the BWCAW in a manner that perpetuates and protects its unique natural ecosystems, provides an enduring wilderness resource for future generations, and provides for a primitive and unconfined recreation experience. Our wilderness education programs deliver appropriate messages to targeted audiences, are dynamic to meet the various resource protection needs of the BWCAW wilderness and can be evaluated to measure their effectiveness.

Guiding Principles

. Wilderness education and information will be emphasized to protect the wilderness resource, reduce law enforcement needs and promote Leave No Trace skills.

. It is critical to provide visitors with pre-trip information to assist them in determining if planned activities are wilderness dependent and to be sure that they understand and are prepared for the skill level, knowledge and risks associated with wilderness travel. . The use of wilderness rangers and other resource related staff members as educators will be maximized. . Opportunities will be provided for the representatives of concerned and interested organizations to work with the Forest Service to identify, create, and implement education needs. . The Forest will actively seek opportunities to develop long term partnerships for the purpose of development, support and implementation of wilderness information and education programs. . Implementers of this plan will be well-trained, possess appropriate knowledge and skills and have access to the tools they need to communicate accurate wilderness messages. . All activities and materials used in the implementation of this plan will be developed or updated using “best practices” and appropriate relevant standards and guides. (Ex: curriculum standards, guidelines for good web pages)

6 III. GOALS

 Foster awareness, knowledge, and understanding of designated wilderness, the National Wilderness Preservation System, basic principles of wilderness management, and the unique ecosystems and characteristics of the Boundary Waters Canoe Area Wilderness.

 Influence changes in behavior and attitudes that sustain and support the protection of the wilderness resource from physical, visual and social impacts.

 Instill and perpetuate appreciation for the enduring resource of wilderness, including its purposes, values and appropriate uses, which results in development of a wilderness ethic and informed decision-making.

 Create a constituency that actively supports wilderness management through collaboration between governmental agencies, cooperators and partnerships in the development and implementation of the Boundary Waters Canoe Area Wilderness Plan.

 Maintain a Wilderness Information and Education program that is actively supported by all BWCAW administrative units' employees through demonstrated involvement and support. The Education Program will be recognized as a primary management tool, as demonstrated by its inclusion in planning, budget, hiring and training decisions

 The Wilderness Information and Education program will consist of a variety of programs utilizing a full range of message delivery opportunities targeted to all key audiences.

7 IV. OBJECTIVES & KEY MESSAGES

The following objectives and key messages have been developed to support our stated goals and to address a full range of issues.

Definitions:

Visitors – For the purpose of these objectives, the term “Visitors” refers to anyone who physically enters the BWCAW regardless of whether they are public users, FS staff, other agency staff, guides, etc.

Non-Users – For the purpose of these objectives the term “non-users” applies to anyone who is not physically entering the BWCAW such as residents of nearby communities, vicarious users, school children, FS staff who do not work in the wilderness, etc.

Objective 1. Large groups will understand their potential for impacts to other visitors and to the wilderness resource, and will plan to travel, camp, and interact in groups of nine or less so as to minimize their impact.

Key Messages: a. (To be determined) b. c.

Objective 2. Visitors will be able to identify the most common, threatening non-native invasive species and will understand and take prescribed actions to prevent their spread.

Objective 3. Visitors will understand why bottles and cans are not allowed in the BWCAW, which types of containers are allowed and will package their supplies using only legal types of containers.

Objective 4. Visitors who desire an activity that is not wilderness-dependent will know the range of options available to them both in the non-wilderness portions of the Forest and regionally and will choose an appropriate setting.

Key Messages: a. (To be determined)

8 b. c.

Objective 5. Visitors will know and practice proper ettiquette on portages and landings.

Objective 6. Forest Service staff and local tribe members exercising 1854 Treaty Rights in the BWCAW will understand the rights members may exercise and restrictions to which they must adhere.

Objective 7. Visitors will have knowledge and understanding of BWCAW regulations and will comply with them.

Objective 8. All staff, partners, visitors and potential visitors will understand, adopt and practice Leave No Trace principles and skills.

Objective 9. Visitors will have pre-trip planning and information resources available to them and will plan ahead and come to the BWCAW prepared for wilderness travel and camping.

Objective 10. Visitors and non-users alike will understand that BWCAW water resources and watersheds are important to humans and wildlife both inside and outside of the

9 wilderness and visitors will travel and camp using techniques to reduce or eliminate their impacts to water resources.

Objective 11. Visitors will understand the impact that improper disposal of trash has on wilderness rangers, wilderness visitors, wildlife and the environment and will pack out all trash.

Objective 12. Visitors will camp only on designated campsites with fire grates and latrines.

Objective 13. Visitors will only build fires in fire grates at designated campsites, as permitted by current restriction levels, and will never leave a fire unattended until the fire has been completely extinguished and is cool to the touch.

Objective 14. Visitors will not intentially damage or cut down live vegetation and will collect only small pieces of dead and downed wood for fires.

Objective 15. Visitors will understand the reasons for a BWCAW visitor distribution program, know that permits are required year-round to enter the BWCAW, know what type of permit they need and obtain a permit for their group before entering the BWCAW.

Key Messages:

10 a. (To be determined) b. c.

Objective 16. Visitors and non-users will understand the values and purposes of the National Wilderness Preservation System (NWPS), that the BWCAW is a component of the NWPS and how and why it is important to national and international wildland protection efforts.

Objective 17. Visitors and non-users will have knowledge of the Wilderness Act of 1964, the purposes of wilderness and the definition of wilderness as defined in the Act.

Objective 18. Visitors and neighbors exhibit a knowledge and appreciation for the history, characteristics and value of the BWCA wilderness as a unique resource and are active stewards in protecting the wilderness.

Objective 19. Vistors seeking the most pristine environments will know where and how to obtain special permission to camp in Primitive Management Areas, will obtain permission, and will be well prepared, skilled and committed to the protection of these areas.

Key Messages: a. (To be determined) b. c. .

Objective 20. Visitors and non-users will have knowledge and appreciation of the unique types heritage resources found in the BWCAW and visitors will know and take appropriate actions to protect and preserve them.

11 Key Messages: a. (To be determined) b. c.

Objective 21. Visitors and potential visitors will understand the there is inherent risk in wilderness travel and will take actions to reduce risk and be prepared for emergencies.

Objective 22. Visitors and non-users will have knowledge of the unique ecosystems of the BWCAW, understand that their natural processes will be managed(allowed)to operate freely and that they will change over time.

Objective 23. Winter visitors to the BWCAW will have the knowledge and skill necessary for safe winter travel and camping, will be prepared with the proper equipment and gear, and will know and comply with winter camping and travel regulations.

Objective 24. Visitors will know and understand the provisions of the 1978 BWCAW Wilderness Act for using motorized equipment and will only use the allowable types of motorized equipment in the locations authorized by Congress.

Objective 25. Managers, decision makers, and field staff will know and understand wilderness management concepts and techniques and will apply them to all BWCAW work.

Key Messages: a. (To be determined) b.

Objective 26. Managers, decision makers and field staff will understand the minimum tool concept and will apply it by completing a minimum tool analysis when appropriate; if the minimum tool invloves motorized equipment or mechanized transport they will know who has the authority to permit such use and will obtain permission.

Objective 27. Visitors and non-users will have awareness, appreciation, and knowledge of the unique wildlife of the BWCAW and what they can do to help protect them and their habitats; as visitors travel and camp in the BWCAW they will take actions that minimize disturbance to wildlife.

Objective 28. People are aware the that BWCAW is a Class 1 area for air quality and take actions to that protect Air Quality Related Values (AQRV’s) concerns

a. (To be determined) b. c.

Objective 29. All research in the BWCAW will be wilderness dependent and necessary for wilderness management objectives; appropriate procedures for approval of research projects and methods are followed.

a. (To be determined) b. c.

13 V. KEY AUDIENCES

The following table is a complete list and description of Key Audiences. Key Audiences are those audiences that play a critical role in the process of achieving the goals of the wilderness program. Their actions and activities will either support or hinder management of the the Boundary Waters Canoe Area and therefore they will be the focus of all of our communication efforts. Key Audiences are named, briefly described and categorized as internal (employees working as a part of the Superior National Forest, the USDA Forest Service or related federal governement) and external (non-emplyees consisting of both visitors to the BWCAW and Superior National Forest as well as non-visiting publics). The more accurately an audience can be described the more tailored communication with them can be. As opportunities become available or are created that will assist in obtaining additional information for each of these Key Audiences, such as demographics and emotional and behavioral characteristics (values, attitudes, lifestyles), it should be incorporated into this plan and utilized to improve communication planning and delievery.

Table 5.1 – Key Audiences Key Audiences Audience Description Type of Audience Adjacent/In-holding Property Includes about a dozen individuals who have External Owners private property within the wilderness and several thousand who live adjacent to the wilderness on lakes and in forest areas that near the wilderness boundary. Business Community Includes providers of goods and services, such as External food, lodging, gas, gear and guides in the local communities surrounding the Forest. This group includes chambers’ of commerce and local business associations. Church Groups Includes church organizations primarily from External Minnesota, but also from other upper Midwestern states, who organize BWCAW trips for church members, especially youth groups. Clubs Generally adult members of activity clubs and External organizations primarily from Minnesota, but also from other upper Midwestern states, who organize BWCAW trips for members. Colleges/Universities Colleges and universities in Minnesota and the External upper Midwest. Includes students, educators, and activity leaders who are involved in learning activities on campus and/or organize visits to the BWCAW. Cross-country Skiers and Day or overnight winter visitors or potential External Snowshoers visitors to the BWCAW who travel by skiing or snow shoeing.

14 Key Audiences Audience Description Type of Audience Disabled Community BWCAW visitors or potential visitors with External disabilities. Includes organizations such as Wilderness Inquiry that organize BWCAW trips for the disabled community. Dog Sled Mushers Day or overnight winter visitors or potential External visitors to the BWCAW who travel by sled and dogs. First Time Wilderness People who are planning and engaging in their first External Visitors visit to the BWCAW. General Forest Visitors Visitors to Superior National Forest areas and External facilities. Illegal Users This audience will change depending on the External particular illegal use Large groups Visitors or potential visitors to the BWCAW who External have 6 or more people in the group. Local Communities Includes citizens living in the towns and counties External immediately bordering Superior National Forest. Local/Regional Teachers and students in local communities, External Elementary/High School Minnesota, and the upper Midwest. students and teachers Media Includes representatives from television, External newspaper, magazine, internet, and radio who may serve local, regional, national or international audiences. Non-Profit Organizations Not for profit organizations that organize trips of External youth or adults to the BWCAW. Generally are large groups. Repeat Wilderness Visitors People who visit the BWCAW annually and/or External multiple times during a year. Tribal Organizations/ Leaders and members of tribes in Northeastern External Governments Minnesota with 1864 Treaty rights in the BWCAW. Includes tribal law enforcement agents.

Vicarious Non-users People who do not physically visit the BWCAW External but who enjoys benefits vicariously through written and verbal descriptions, photography and art. People who have an appreciation for the benefits they receive from the ecosystem services of wilderness. Also, people have an appreciation for the intrinsic value of wilderness.

15 Key Audiences Audience Description Type of Audience Wilderness Anglers BWCAW visitors or potential visitors who External participate in angling activities. Wilderness Day Users Visitors or potential visitors who are in the External BWCAW only during daytime hours. Wilderness Hikers Day or overnight visitors or potential visitors to the External BWCAW who travel by foot. Wilderness Hunters BWCAW visitors or potential visitors who External participate in hunting activities. Wilderness Motor Users Day or overnight visitors or potential visitors to the External BWCAW who travel by motorboat. Wilderness Outfitters and Individuals or businesses that conduct outfitting External Guides and/or guiding for customers who visit the BWCAW. Wilderness Overnight Visitors or potential visitors who travel and camp External Visitors in the BWCAW for one or more nights. Winter Wilderness Visitors Day or overnight visitors or potential visitors who External use the BWCAW during the winter months. Includes visitors who dogsled, ski, snowshoe, skijor, and ice-fish. Youth Camps Organizational camps such as Outward Bound, External Northern Tier Boy Scout Camp, and church camps whose staff teach outdoors skills, wildland ethics, environmental education and guide participants into the BWCA Wilderness on day or overnight trips in addition to other camp activities. Youth Group Leaders Leaders of organized groups of youth who plan and External guide youth groups into the wilderness. Have varying levels of experience in the BWCAW ranging from very experienced to novice. Engineers Forest engineering staff who help to plan or consult Internal on projects that occur in the BWCAW. Field-going Heritage Staff Heritage resources staff who work and travel in the Internal BWCAW to perform work in support of BWCAW activities and to further research and understanding of BWCAW heritage resources.

16 Key Audiences Audience Description Type of Audience Field-going Natural Natural resources staff specialists such as wildlife Internal Resources Staff biologists, fisheries management specialists, soil scientists, air and water specialists who perform a portion of their work in the BWCAW. Law Enforcement Staff Law enforcement specialists who work both in and Internal out of the BWCAW enforcing BWCAW rules and regulations and coordinating with adjacent and partner law enforcement agencies Legislators US Congressional Representatives and Senators Internal who serve the constituents who are also served by the BWCAW. Line Officers Staff with decision making authority at the District, Internal Forest and Regional Levels. Decisions they make can directly effect the management of the BWCAW. This audience is the group that is held responsible for management actions.

Non Wilderness Recreation Staff whose primary work is with recreation Internal staff resources on the Superior National Forest, but outside of the BWCAW. Partnership Coordinator Staff who works under the direction of the Forest Internal Supervisor to assist in development of opportunities to assist programs through partnerships, services and funding. Permanent Wilderness Staff Staff who are permanently stationed on the Forest Internal and work year-round or a portion of the year planning, coordinating and implementing the wilderness management program. Pilots Staff who fly over and into the BWCAW and who Internal land planes on BWCAW lakes when authorized in support of wilderness management, law enforcement, fire, search and rescue, and fisheries and wildlife management activities. Public Affairs Staff Staff who help to develop and disseminate Internal information regarding programs and activities and who work to fulfill media requests for information.

Receptionists/Information Staff who work at Superior National Forest offices Internal Assistants and public contact stations and provide information, programs, and materials to visitors who contact them in person, on the phone, by mail, and by email. May also issue wilderness permits.

17 Key Audiences Audience Description Type of Audience Regional Office Staff Staff specialists in areas such as Wilderness, Fee Internal Demo, and Recreation, who work in the regional office and give direction and provide support to forest level staff. Also work with other regions and with Washington Office staff Resident Fire Staff Fire program managers and their staff at the Forest Internal and District levels. May perform work inside the BWCAW in support of Storm Recovery burning and fire suppression activities. Temporary Wilderness Staff Staff who are hired seasonally to work in the field Internal in support of wilderness management activities. Generally, they serve as wilderness rangers on BWCAW work crews. Visiting Fire Personnel Fire personnel form other forests, agencies and Internal geographic locations who are called in as resources to work in the BWCAW. Volunteers Individuals or groups that donate their time and Internal skill to performing work in support of the wilderness management program. Washington Office Staff Staff who serve under the Chief of the Forest Internal Service and provide support and guidance to regional and forest level staff. Wilderness Permit Issuers Staff who provide wilderness information, Internal education, trip planning resources and issue BWCAW wilderness permits to visitors at permit issuing stations. Adjacent Land Management Representatives from adjacent land management Partners Agencies agencies such as the Voyageurs National Park, Quetico Provincial Park, Grand Portage National Monument, tribal land managers, and State of Minnesota lands. Cooperators Approximately 80 businesses such as outfitter Partners guides, bait and tackle stores, and lodges that have signed a Cooperator agreement with the Superior National Forest to provide wilderness information, education, trip planning resources and issue BWCAW wilderness permits to visitors at their

18 Key Audiences Audience Description Type of Audience MN Department of Natural Agency staff that perform work in the BWCAW in Partner Resources support of state-owned lands within the wilderness, fisheries and game management, and law enforcement. Also includes staff that may not work in the BWCAW but are involved in management decisions regarding activities in the BWCAW and information about the BWCAW.

U.S. Border Patrol Agency staff that maintain security for the border Partner with Canada. Agents may enter the BWCAW during enforcement activities. Visiting Researchers Social and ecological scientists who wish to do Partners research in the BWCAW Wilderness Supporters Individuals and organized groups, such as the Partners Friends of the Boundary Waters, Northeastern Minnesotans for Wilderness and Izaak Walton League, who seek to actively support and maintain the integrity of wilderness and the BWCAW.

19 VI. MESSAGE DELIVERY OPPORTUNITIES

The following is a list of Message Delivery Opportunities. Message Delivery Opportunities should be selected carefully based on the specific Key Messages and Key Audiences. Choose the message delivery opportunity that is best going to target the audience the message is designed for and is timed appropriately. See Appendix A for an example of how to use various Message Delivery Opportunities to time communication of Key Messages with BWCAW Overnight Visitors. There are advantages and disadvantages to each method of communication and these should be weighed carefully when deciding which Message Delivery Opportunities to pursue.

Message Delivery Description Sample Opportunities Opportunities Demonstrations A re-creation of an event or  Cross-cut saw activity such as with living demonstration history demonstrations. An active  Voyageur living history display by a person or group of a program skill.  How to pack a portage sack  How to repackage food and supplies  How to store food properly Special Emphasis Events An event or celebration with a  40th Anniversary of the specialized focus. Wilderness Act Celebrations  Earth Day  National Public Lands Day  National Trails Day Community Events An event or activity where there  Fairs is a large gathering of local  Celebrations community members.  Parades  Competitive Events  Concerts Training A session designed to teach a  LNT Master Training participants’ specific types  Seasonal Wilderness information and skills. Ranger and Permit Issuer Training  Arthur Carhart National Wilderness Training Center sessions Skills Trail A series of interpretive panels  Set up for visitors to view about wilderness management while waiting in line for a and Leave No Trace that can be permit set up in a variety of settings. Can  Set up for a monthly safety be supplemented with props, a meeting guide book and a facilitator.  Set up at a Scout gathering

20 Message Delivery Description Sample Opportunities Opportunities Curriculum Materials Materials designed to be used in a  National Wilderness and classroom or outdoor education Land Ethic Curriculum setting. Includes all materials and  BWCAW Wilderness Kit background information an instructor needs to lead activities and discussions. Generally correlated to appropriate standards for learners. Targets specific ages and abilities. Partners Organizations that are involved in  Friends of the BWCAW the implementation of wilderness promote the Wilderness Kit information and education. on their website, newsletter, Involvement can take many and postcard mailing to forms such as financial support, educators; also help to expertise, distribution of manage the two Kits located materials. Can assist with in the Minneapolis-St. Paul delivering messages in a variety area. of ways through their own organizations. Cooperators An interpersonal, phone, mail or  Provide audiences e-mail contact with a staff information on phone, by member of a Cooperator Permit mail, e-mail and in person Issuing Station.  Provide guidance for trip planning  Explain rules, regulations and LNT Wilderness Rangers An interpersonal contact between  At entry points and staging an audience and a Wilderness areas Ranger.  In wilderness at campsites and portages  Off-season school program presentations  Training sessions for volunteers or new employees Receptionists/Information An interpersonal or phone contact  Provide audiences Assistants with a staff person at a district information on phone, by office or information station. mail, e-mail and in person Responder to mail and email. Permit Issuing Staff An interpersonal or phone contact  Provide guidance for trip with a permit issuer at a Forest planning Service permit pick-up location.  Explain rules, regulations and LNT

21 Message Delivery Description Sample Opportunities Opportunities Non-wilderness field staff An interpersonal contact between  Model good camping and an audience and a non-wilderness travel techniques and field staff. behaviors when in wilderness  Provide detailed information about specific wilderness resources in a presentation or training Interpretive Programs Expert communicators who  Lead interpretive walks interactively, creatively and outside wilderness knowledgeably present a wide  Campfire programs range of topics targeted to  Amphitheater programs specific audiences. Volunteers Unpaid staff who perform work  Provide basic information in the wilderness and non-  Model good camping and wilderness settings. Will have travel techniques and widely varying communication behaviors when in and wilderness skills and wilderness knowledge. May be associated with and organized group. Meetings An organized gathering with a  Canoe club meetings specified purpose of a specific  Scout meetings group of people.  Leadership Team Meetings School Programs Programs specifically designed to  Wilderness Ranger Leave be presented in school settings No Trace programs and targeted to specific grade levels. Slide/PowerPoint Can be stand alone products that  Think Like a Mountain Presentations audiences watch on their own or PowerPoint can be facilitated and narrated by  BWCAW Slide Program a person. Can incorporate video clips, photos, graphics, music and sounds. Can use to target very specific audiences. Radio Use for news releases, public  Local area National Public service announcements (PSA’s), Radio (NPR) and feature stories, hosted programs, commercial stations coverage of events or activities.  Minneapolis and St Paul Can use to target very specific area NPR and commercial audiences based on the type of stations station programming.  Local college and university radio stations

22 Message Delivery Description Sample Opportunities Opportunities Television Use for news releases, public  Local area public and service announcements (PSA’s), commercial stations feature stories, hosted programs,  Minneapolis and St Paul coverage of events or activities. area public and commercial Can use to target very specific stations audiences based on the type of  Local college and university station programming. stations Video/Film/DVD Can be shown onsite, offsite,  BWCAW short and long submitted to television stations, videos mailed out, posted on an internet  Wild by Law site. Websites A collection of pages of  Forest website information accessible via the  National Recreation World Wide Web on the Internet Reservation Service that often contain graphics, video Website (NRRS) and sound.  Partner websites  Wilderness.net  Success Stories Interactive Computers Onsite computer with touch-  An alternative way for screens that people can use to people to take the informal navigate. Can use specific types quiz on rules, regulations of information, quizzes, games, and LNT puzzles, video clips. May set up so can print information to take away with them. Displays/Exhibits Use to communicate messages  District Office displays with visual, tactile and verbal  Permit Station displays elements. Can be focused on  Science Museum specific topics/themes. Can be Blowdown exhibit permanent displays at visitor  National traveling facilities or traveling displays that Wilderness exhibit can be used in a variety of locations. Newspapers Use for news releases, public  Local community papers service announcements (PSA’s),  Minneapolis and St Paul feature articles, coverage of papers events or activities  Other major MN papers  Duluth paper Magazines Used for news releases, feature  Boundary Waters Journal articles, coverage of events or activities. Can reach very specific target audiences.

23 Message Delivery Description Sample Opportunities Opportunities Newsletters Can be used for news releases,  Cooperator Newsletter feature articles, coverage of  Friends of the BW events or activities. Can include newsletter detailed information. Can target  Internal newsletters very specific interest groups. Brochures/Booklets Can use to target very specific  BWCAW Trip Planning audiences or provide general Guide information to a large audience.  BWCAW What to Know Can provide clear, accurate Before You Go brochure coverage of topics. Can be mailed  Lake States Region LNT directly or distributed onsite. booklet Electronic version can be posted  BWCAW Day Use on websites, downloaded and brochure emailed.  BWCAW Winter Use brochure Fact Sheets Provide a timely, accurate and  Lowdown on the brief summary on a specific Blowdown topic. Can be distributed to specific audiences. Guidebooks Contain detailed information  Robert Beymer Guides about specific physical locations  Michael Furtman Books and routes and are targeted to specific audiences. Can work with publishers to encourage inclusion of wilderness messages on expectations, planning, safety, Leave No Trace, etc. Maps Can include text messages, good  Forest Map information such as ranger  USGS Maps stations, permit pick-up locations,  Fisher Maps entry points, boundaries,  Mackenzie Maps topography, campsites, routes, portages and trails, restricted or special use zones and hazards. Signs Use for basic information,  Entry Point signs direction, reminding and  Blowdown interpretive reinforcing, and interpretation signs along the Gunflint outside the BWCAW. Best used trail outside the BWCAW for information that can be presented graphically with minimal text. Can target very specific audiences by placement of signs in key locations.

24 Message Delivery Description Sample Opportunities Opportunities Permits Use for documenting permitted  Computer and handwritten use for visitors and the agency BWCAW wilderness and can include other information permits that can assist the user while  Self-issued permits participating in permitted activity. Bulletin Boards/Kiosks Indoor or outdoor spaces on  BWCAW Entry Points which temporary or permanent  Break Room Bulletin information with simple text and Boards graphics can be placed. Can use  Community Bulletin Boards for alerts, warnings, (i.e. library, chamber of announcements, remind/reinforce commerce) previous messages, legal notices. Field Guides/Handbooks Can use in conjunction with  BWCAW Maintenance training materials, but designed Handbook to be a reference that can be used  Minimum Impact Fire while a job or activity is in Fighting Handbook progress. Use to identify items  Permit Issuer Field and processes. Operations Guides Trash Bags Pre-printed messages on trash  BWCAW Trash bags bags that can be used during a wilderness trip. Can target specific audiences. Best to use for reinforcing and reminding the audience of previous messages. Toolboxes Templates, good examples,  Minimum Tool Decision process models Guide  Wilderness Access Decision Tool Reports Can use to provide data  Annual Use Reports summary, analysis, trends, and  Monitoring Reports future needs to very specific  Accomplishment Reports audiences. Training Materials/ Can use for development of  Practice Scenarios Coursework materials with very detailed and  Volunteer Orientation comprehensive information  New Employee Orientation targeted to a very specific  College courses audience.

25 VII. PARTNERSHIPS

An emphasis will placed on identifying potential partners to assist with all aspects of BWCAW Information and Education Program including planning, implementation, monitoring, evaluating and reporting. The long term success of the program will require building good working relationships with current and potential partners. Partnerships should be advantageous to both the Forest Service and the partner and will provide the maximum benefit to the public. Different partners will have different niches, resources and expertise and these need to be considered when planning.

Partners can be utilized to assist with many things including but not limited to the following:  Develop ideas  Fund actions  Deliver programs  Provide and/or distribute materials  Conduct research, monitoring and evaluation activities  Teach and model skills  Make reservations and issue permits

Partners may include the following:  Cooperators  National Reservation Recreation Service  Guides and Outfitters  Local Businesses  Other Agencies  Supporter Organizations  Interpretive Associations  Schools and Universities  Tribal Governments/Organizations  Activity Clubs/Organizations  Interest Groups

26 VIII. MONITORING, EVALUATION & REPORTING

Monitoring

All BWCAW Wilderness Information and Education program outputs will be recorded in the USDA Forest Service Conservation Education Reporting System. When developing the annual Action Plan each planned activity should have corresponding output goals that are included in the plan. Output goals should be easy to measure items such as “X number of brochures given out,” “X many students saw a program,” or “X number of posters placed on bulletin boards.” Progress toward these goals can then measured against reported activities in the Conservation Education Reporting System. If output goals are not met, program implementers will try to determine what obstacles are preventing the goal from being met and look for ways to adjust. The assignment of who will be responsible for monitoring each activity and recording it in the Conservation Education Reporting System should also be included in the Action Plan. (See Appendix B for Conservation Education Reporting System instructions and requirements).

Evaluation

In addition to monitoring outputs, additional formative and summative evaluation should be designed into planned activities when resources are available. Appropriate, simple, cost effective types of evaluation for each activity should be designed and implemented when possible.

Formative evaluation should be utilized when possible during the development and delivery stages of an activity to determine the following:  Were the appropriate participants selected and involved in the planned activities?  Do the activities and strategies match those described in the action plan? If not, are the changes in activities justified and described?  Were the appropriate staff members hired, and trained, and are they working in accordance with the proposed action plan? Were the appropriate materials and equipment obtained?  Were activities conducted according to the proposed timeline? By appropriate personnel?  Was a management plan developed and followed?  Are the key audiences moving toward the anticipated goals of the project?  Which of the activities and strategies are aiding the participants to move toward the goals? (User-Friendly Handbook for Project Evaluation: Science, Mathematics, Engineering and Technology Education, National Science Foundation; pp 12-13.)

A summative evaluation of planned activities should also be completed when possible in order to assess project success.  Was the project successful?  Did the project meet the overall goal(s)?  Did the participants benefit from the project?  What components were the most effective?  Were the results worth the project’s cost?

27 (User-Friendly Handbook for Project Evaluation: Science, Mathematics, Engineering and Technology Education, National Science Foundation; pp 12-13).

The ultimate measure of success of the Wilderness Information and Education Program will be whether or not the BWCAW is being managed to the standards identified in the BWCAW Wilderness Plan and Implementation Guide. The implementation guide clearly outlines the social, ecological and management standards and indicators to be monitored. Where standards are not being met, the wilderness information and education program will utilize this information and look for improved methods and activities that will better communicate key messages to key audiences for objectives relating to the achievement of that standard. When the standards are being met it is the best measure of a successful wilderness management program, including the wilderness information and education component.

Reporting

An annual BWCAW Wilderness Information and Education Program accomplishment report shall be prepared at the conclusion of each fiscal year. The report will include a summary of all activities completed including a description of the priority objectives, key messages, and key audiences that were emphasized during the activity period. A discussion of activities that were not successful or were not implemented will be included along with an analysis of why these items were not accomplished and lessons learned to assist in the development future action plans. The annual report shall be distributed to key decision makers, program implementers and partners.

28 IX. ANNUAL ACTION PLANS

An annual Action Plan shall be developed in the fall prior to the start of each fiscal year. The Action Plan will be a detailed document outlining all planned BWCAW wilderness information and education activities to be completed during the upcoming fiscal year. The following steps outline the process for development of the annual action plan:

Step 1. Decide which subset of Objectives and associated Key Messages will be the focus for that particular year. The areas of emphasis will likely change from year to year based on resource conditions, monitoring and evaluation results from previous years, and current local, national and regional priorities.

Step 2. Determine Key Audiences for each of the Objectives and associated Key Messages that have been selected.

Step 3. Determine which Message Delivery Opportunities will be most effective for delivery of the selected Key Messages to Key Audiences.

Step 4. List all the actions that will be necessary during the fiscal year to implement the selected Message Delivery Opportunities. For example, “Distribute Know Before You Go brochures with permit reservation confirmation letters” or “Send Wilderness Kit postcards.”

Note: An action may also be steps to improve or develop materials, programs or activities for use in future years. Some projects may take multiple years to develop and implement For example, if it is determined that the most effective Message Delivery Opportunity for BWCAW Motorized Day Users is to develop a video to be shown at permit pickup locations then in the first year the Action Plan activity might be list as “Develop a BWCAW Day User video outline and script,” the second year activity may be “Film, edit and produce a BWCAW Day User video,” and the third year would begin the implementation phase “show BWCAW Day User Video at permit pickup locations.”

Step 5. For each specific action identify which of the Objectives and associated Key Messages selected in Step 1 will be addressed by that particular action.

Step 6. For each specific action identify which of the Key Audiences, as determined in Step 2, will be targeted by that particular action.

Step 7. For each specific action item develop a timeline of tasks necessary to complete the action item, including key dates and deadlines. For example, for the action item “Distribute Know Before You Go brochures with permit reservation confirmation letters” the timeline might be something like this:

9/1/04 Review and Revise 09/15/04 Graphic designer makes changes

29 10/1/04 Send to GPO and post .pdf on Forest website and NRRS website 11/15/04 Deliver to Reserve America 1/16-9/30/05 Reserve America encloses with all hard copy confirmation letters and includes a link to .pdf from e-mail confirmation letter

Step 8. For each action develop a monitoring plan including the following:  Output goals that are easy to measure such as “X number of brochures given out,” “X many students saw a program,” or “X number of posters placed on bulletin boards.”  Methods for monitoring the output goals. For example, for the action item “Distribute Know Before You Go brochures with permit reservation confirmation letters” a monitoring plan might look like this: o Permit Issuers will spot check with visitors to see if they received the brochure o Assistant Wilderness Program Manager will work with Reserve America to obtain a query of how many electronic confirmations with the brochure link were sent are sent out and a count of how many hard copy confirmations and brochures were sent by Reserve America.

Step 9. Identify if and how the action item will be evaluated. For example, for the action item “Distribute Know Before You Go brochures with permit reservation confirmation letters” a possible evaluation might be to conduct X number of interviews with visitors who received the brochures.

Step 10. Identify what person or group is responsible for completing all aspects of each action item including implementation, monitoring, evaluation and reporting. Include cooperators and partners. If different people/groups are responsible for different stages of implementation be sure to assign as appropriate. For example, for the action item “Distribute Know Before You Go Brochures with Permit Reservation Confirmation letters” the assignments might look like this:

 Assistant Wilderness Program Manager: o Revision, printing and delivery to Reserve America o Provide .pdf to Reserve America for posting on NRRS website o Post on the .pdf on the Forest website o Report action in the Conservation Education Reporting System  Reserve America o Enclose brochures with every confirmation letter sent o Post .pdf on NRRS website o Provide link to .pdf in every email confirmation letter sent out.  Permit Issuers o Spot check to make sure visitors with reservations received brochure o Conduct interviews with visitors about the brochure

30 Step 11. Specify costs and estimate staff time necessary to complete each action. For example, for the action item “Distribute Know Before You Go brochures with permit reservation confirmation letters” costs would include graphic design, printing costs and staff time estimates for revising the brochure, reporting in CE Reporting System, time to conduct evaluation interviews and spot checks.

See Appendix C for a suggested Action Plan Template.

31 X. REFERENCES

Bixler, Rob (September 2003). Environmental Socialization: concepts for outdoor recreation and management. Presentation given at the Clemson Recreation Short Course, Clemson University, Clemson, SC.

Bond, S.L., Boyd, S.E. and Rapp, K.A. (1997). Taking Stock: A practical guide to evaluating your own programs. Chapel Hill, NC: Horizon Research, Inc. Retrieved in PDF format in 2004 from Horizon Research Inc. website. http://www.horizon- research.com/reports/1997/taking_stock.php

Bosworth, Dale (October 2003). Chief of the US Forest Service speech at the Annual George B. Hartzog Lecture at the Strom Thurmond Institute, Clemson University, Clemson, SC.

Boundary Waters Canoe Area Wilderness (BWCAW), Superior National Forest, USDA Forest Service (1997, unpublished). Wilderness Education Plan.

Conservation Education Program, USDA Forest Service. USDA Forest Service Conservation Education Reporting System. Information retrieved in 2004 from http://www.na.fs.fed.us/con_reports/ (available for official use only).

Conservation Education Task Force Report and Recommendations: Vision-to-Action Strategy (May 1998, FS-618). Washington, DC: USDA Forest Service, Cooperative Forestry.

Custer, Gallatin and Shoshone National Forests, USDA Forest Service (1994 draft). Absaroka- Beartooth Wilderness Education Strategy.

Custer, Gallatin and Shoshone National Forests, USDA Forest Service (1995 draft). Absaroka- Beartooth Wilderness Education Strategy.

Edwards, Curtis (July 1994). Interpretive Project Guide Book: A Region 6 Interpretive Services Aid. Recreation Section-Interpretive Services, Pacific Northwest Region, USDA Forest Service.

Fazio, James R. & Gilbert, Douglas L. (1986). Public Relations and Communications for Natural Resource Managers. Dubuque, IA: Kendall/Hunt Publishing Company.

Frechtling, J., F Stevens, F., Lawrenz, F., and Sharp, L. (1993). The User-Friendly Handbook for Project Evaluation: Science, Mathematics and Technology Education (Publication No. NSF 93-152). Arlington, VA: NSF.

Gulf Islands National Seashore, National Park Service, US Department of Interior (2003). Gulf Islands National Seashore Wilderness Education Plan.

32 Hall, Troy (March 2004). Developing Your I&E Plan for Wilderness. Presentation given at the Arthur Carhart National Wilderness Training Center’s Wilderness Education and Interpretation Workshop, Eatonville, WA.

Holland, Dave (September 2003). Remarks to the Clemson Recreation Short Course at Clemson University, Clemson, SC.

Hoosier National Forest, USDA Forest Service (Dec. 2003). Education Plan for the Charles C. Deam Wilderness.

MacDonald, Mike (September 2003). Organizational Change: How to Flourish Within It. Presentation given at the Clemson Recreation Short Course, Clemson University, Clemson, SC.

Meyer, Kristen & Thomas, Susan (1991). Designing Your Wilderness Education Plan/Strategic Plan: Wilderness Education. Milltown, MT: USDA Forest Service, Recreation Staff and Wilderness Watch.

Newsom, Doug & Scott, Alan (1985). This is PR, The Realities of Public Relations (3rd ed., pp. 152-153). Belmont, CA: Wadsworth Publishing Company.

Northeast and Midwest Conservation Education Council Charter (regional leadership review copy, Mar. 14, 2001). PDF file retrieved from USDA Forest Service, Conservation Education program website in 2004. http://na.fs.fed.us/spfo/ce/content/program_providers/strategy/northeastern_charter.pdf

Petersen, Eric (September 2003). The Urban Syndrome: The Corps of Engineers approaches with Lake Alltoona Case Study. Presentation given at the Clemson Recreation Short Course, Clemson University, Clemson, SC.

Pettey, Brent, Volunteer Wilderness Education Coordinator with approval by Bob Wetzel, Wilderness Coordinator. Stanislaus National Forest Wilderness Education Plan 2003- 2004 (last update Oct. 18, 2003), Stanislaus National Forest, USDA Forest Service.

Pinchot Institute for Conservation (Sep. 2001). Ensuring the Stewardship of the National Wilderness Preservation System. A report to the USDA Forest Service, Bureau of Land Management, US Fish and Wildlife Service, National Park Service and US Geological Society.

Regional Conservation Education Strategy for the Northeast and Midwest (regional leadership review copy, Mar. 14, 2001). PDF file retrieved from USDA Forest Service, Conservation Education program website in 2004. http://na.fs.fed.us/spfo/ce/content/program_providers/strategy/northeastern_strategy.pdf

Regnier, Kathleen, Gross, Michael, & Zimmerman, Ron (1994). The Interpreter’s Guidebook: Techniques for Presentations and Programs. Stevens Point, WI: UW-SP Foundation Press, Inc.

33 Rocky Mountain National Park, National Park Service, US Department of the Interior., “Wilderness Interpretation and Education,”.Backcountry/Wilderness Management Plan and Environmental Assessment (Section 2.1.4.10).

Superior National Forest, Eastern Region, USDA Forest Service (1986). Superior National Forest Land and Resource Management Plan.

Superior National Forest, Eastern Region, USDA Forest Service (1993). BWCAW Management Plan and Implementation Schedule.

Superior National Forest, Eastern Region, USDA Forest Service (Aug. 1993). Final Environmental Impact Statement for the BWCA Wilderness Management Plan and Implementation Schedule (Amendment #3 to the Superior National Forest Land and Resource Management Plan).

Tahoe National Forest, USDA Forest Service (2001). Wilderness Education Plan - Granite Chief Wilderness.

Thomson, Gareth & Hoffman, Jenn. Measuring the Success of Environmental Education Programs (not dated-website copyright 2004). Calgary/Banff Chapter, Canadian Parks & Wilderness Society. Retrieved in PDF format in 2004 at http://www.cpawscalgary.org/education/evaluation/

Tongass National Forest, Alaska, Region 10, USDA Forest Service (Nov. 14, 2003 draft). Wilderness Education Plan - Juneau Ranger District & Admiralty Island National Monument.

USDA Forest Service (June 21, 1990). Manual Title 2300: Recreation, Wilderness, and Related Resource Management.

USDA Forest Service (November 2001). Rocky Mountain Region Wilderness Education Plan FY 2002

USDA Forest Service (2000). A Wilderness Agenda: Thinking Like A Mountain. Retrieved from USDA Forest Service, Recreation, Heritage, and Wilderness Resources webpage (original link no longer active) http://fsweb.wo.fs.fed.us/rhwr/wilderness/key_documents/Thinking_Mountain_final_5_9 _2000.shtml

USDA Forest Service. ‘Tech Tips’ for Development of RHWR FY2005 BFES Capability Curves/Narratives and for Reporting RHWR FY2003 Accomplishments. Retrieved in 2004 from USDA Forest Service Budget Formulation and Execution System (BFES) Recreation, Heritage and Wilderness Resources Integrated Business Systems website (for official use only). http://www.fs.fed.us/rs/measures/Budget/Budget_Files/ofes_Wilderness_f605.doc

34 USDA Forest Service (undated draft). Wilderness Education Strategic Framework for the National Forests of the Sierra Nevada.

Wilderness Act of 1964; Public Law 88-577 (16 U.S. C. 1131-1136); 88th Congress, Second Session; September 3, 1964.

Wilderness Program, Ranger Activities Division, National Park Service, US Department of the Interior (2002). Wilderness Education and Partnership Plan.

35 APPENDIX A – EXAMPLE OF VARIOUS MESSAGE DELIVERY OPPORTUNITIES FOR TIMING KEY MESSAGES TO A KEY AUDIENCE

Table A.1: Example use of Message Delivery Opportunities to time communication of Key Messages for BWCAW Overnight Visitors to the different stages of a visit. Timing/Emphasis Key Messages Message Delivery Opportunities Pre-trip Planning: Guide Visitor  Wilderness travel is different –  Staff at agency offices Expectations requires different level of preparation,  Agency websites skill and ability  Contacts with staff on the phone  Planning is important for a successful  Outfitters/Cooperators wilderness trip  Brochures/Trip Planning Guide  Promote non-wilderness opportunities  Maps for non-wilderness dependent  Guidebooks activities  Provide access to planning tools/resources Reservation/Confirmation:  Proper clothing & equipment  Reservation Process Planning for Safety & Management  Navigation o Reservation Website: web page content , Requirements  Food storage brochure downloads, links, maps  Rules and Regulations – why o Outfitters/Cooperators important; how to prepare to abide by  Confirmation Process rules during trip; location specific o Confirmation letter (mail/e-mail), Know rules & regulations Before You Go brochure, customized entry  Leave No Trace/Ethic development point remarks “You determine the quality of the o Long version BWCAW Video wilderness”  Management Requirements – limitations (permit type, date of entry, equipment type), potential restrictions (i.e. fire), check-in requirements, licenses needed

36 Timing/Emphasis Key Messages Message Delivery Opportunities Permit Pick-up: Rules,  Rules & Regulations  Agency Office/Cooperator Issuing Station staff Regulations, LNT and Safety  Provide information and emphasize  Permits Review the “Why”  Informal quiz  Leave No Trace  Maps  Focus on attitude changes to achieve  Short Video/Flip Book respect & appreciation for the  Displays resource  Demonstrations  Wilderness Concepts & Ethics  Skills Trail  An enduring resource of wilderness  Wilderness Management  Promote understanding of how users pose a threat to wilderness integrity  Maintaining the quality of the resource and experience  Safety Entry Point: Reinforce & Remind  Leave No Trace  Bulletin boards/Information kiosks  Rules & Regulation  Self-issue permits  Informal Quiz (for Self Issue Permits)  Registration books  Special Restrictions (i.e. fire) During Trip: Modeling &  Etiquette, and safe travel techniques  Wilderness Rangers Enforcing  Enforce rules and regulations  Permit  “Authority of the Resource”  Guides  Teachable moments  Other field staff (heritage, fisheries, wildlife, fire)

37 APPENDIX B – INSTRUCTIONS FOR CONSERVATION EDUCATION (CE) REPORTING SYSTEM

The Conservation Education Reporting System is a performance measurement system for in-time conservation education program and activity reporting that can track both fiscal year funding activities and calendar year accomplishments. It can be found at the following web address:

http://www.na.fs.fed.us/con_reports/login.cfm

New users of the reporting system will need to follow the new user instructions to get a login and password set up. This Reporting form has been broken down into six sections:  Program  Funding  Audience  Evaluation  Photographs  Partnerships

Each entry into the system should take no longer than 10 to 15 minutes to complete, provided you have all the information readily available. A form needs to be completed for each individual program/project you conducted in a fiscal year.

Program definition: An individual program produces, or is centered around a singular product. For example, the creation of an educational box, curriculum development, school presentation, envirothon, etc. are all separate individual programs. If the same program is conducted more than once, please make a note of how many times it has been conducted in the Program Description section of the report form.

If you are reporting a multi-faceted activity, something similar to "ACME's Conservation Education Program for FY 2001" which included exhibit construction, booths at fairs, web-site development, and creating/publishing an informational pamphlet, you will need to fill out several (4) individual report forms to cover all of the programs conducted under such a heading. You may choose to title the programs to show the connection, such as: "ACME's Conservation Education Exhibit Construction Program", or "ACME's Conservation Education Web-site Development Program".

It is important to take the time to gather the following information before logging onto the system. Many of the fields on the form are required fields and the system won’t let the user continue without entering the information. Please feel free to use the words "Unknown" or "None were identified" when applicable. To complete this form you will need to have the following information readily available:

 Basic program information: o Name of program o Topic and type of program o Brief description of the program

38 o Goals and objectives of the program o Program's website (if applicable)

 Funding information including cash and in-kind contributions received from: o USDA FS conservation education o Grant funding o Field funding o State funding o USDA Forest Service Funds o Non-USDA Forest Service Funds o USDA Forest Service Funds carried over

 Basic audience information: o Number of audience members reached Directly and In-directly. o Types of Audience members reached: o Students o Teachers/Educators o Visitors o General public o Urban residents o Underserved populations

 Any evaluation, final report, and/or photographs of the program to upload (if applicable).

 Name of Partners and type of organization (i.e. non-profit, Federal Government, Educational Institution, etc.)

After submitting program report forms, the user can view and print the information. A summary report can be run or reports may be requested by selecting from the following criteria:  Program Topic  Program Type  Program Initiative  Audience Reached  Funding Source  Budget Code  Fiscal Year  Calendar Year  Month

39 APPENDIX C – ACTION PLAN TEMPLATE

The following template maybe used for recording decisions made in Step 1 through Step 4 described in Section IX of the BWCAW Information and Education Plan:

Fiscal Year XX Priority Objectives, Key Messages, Key Audiences & Planned Actions Priority Objectives Key Messages Key Audiences Planned Actions Objective 1 Key Message A Key Audience A Action 1 Key Message B Key Audience B Action 2 Key Message C Key Audience C Objective 2 Key Message D Key Audience A Action 1 Key Message E Key Audience D Action 3 Key Message F Key Audience E Objective 3 Key Message G Key Audience F Action 4 Key Message H Key Message I Objective 4 Key Message D Key Audience B Action 1 Key Message E Key Audience C Action 5 Key Message F Key Audience G Objective 5 Key Message M Key Audience F Action 4 Key Message N Key Audience G Action 5 Key Message O

40 The following template can be used to record decisions made for each Action Item developed in Step 5 through Step 11 described in section IX of the BWCAW Information and Education Plan:

ACTION 1: Objectives Addressed, Key Messages, and Key Target Audiences Objective(s) Addressed: Key Message(s): Key Target Audience(s):  Objective 1 Key Message A Key Audience A  Objective 2 Key Message B Key Audience B  Objective 4 Key Message C Key Audience C Key Message D Key Audience D Key Message E Key Audience E Key Message F Key Audience G Key Message D Key Message E Key Message F

ACTION 1: Task Timeline, Responsible Parties, Estimated Staff Time & Costs Date Task Responsible Person/Group Estimated Staff Time Estimated Costs Task 1 Person 1 X hours $xxx.xx Task 2 Person 1 X hours $xxx.xx Task 3 Person 2 X hours $xxx.xx Task 4 Person 2 X hours $xxx.xx Task 5 Person 1 X hours $xxx.xx Task 6 Group 1 X hours $xxx.xx Task 7 Person 1 X hours $xxx.xx Totals X hours $xxx.xx

ACTION 1: Output Goals & Monitoring Plan Output Goals Monitoring Activities Output Goal 1 Monitoring Activity 1 Monitoring Activity 2 Output Goal 2 Monitoring Activity 3 Monitoring Activity 4

Action 1: Evaluation Plan Provide a description of any evaluation activity associated with this particular activity.